Oxford University
New research from Oxford University Press shows how children take life lessons from books
The findings of a new report from Oxford University Press, More than words: the real-life impact of reading, reveal how the majority of children believe that reading shapes how they treat others and helps them to navigate real-life situations.
The new research shows that three in five children (59%) believe what they have read in a book has helped them in a certain situation—such as being bullied, losing a family member, overcoming social anxiety, or starting a new school—highlighting that the benefits of reading go further than just understanding and comprehension. Other findings include:
- Seven in ten children (70%) said that reading helps them understand why people act the way they do
- More than two-thirds (68%) said it helps them think about how they treat other people
- While more than half (57%) of 12-14-year-olds continue to see the value of reading, both enjoyment and frequency of reading declines; 27% of 12-14-year-olds question its value in day-to-day life, with 17% undecided.
The report is based on a survey of 3,000 children aged 7-14 years old and 200 teachers across the UK, and with insights from the Oxford Children’s Corpus—the largest living database of children’s reading and writing in English in the world, containing over 500 million words.
Reading has an impact in real-life situations
82% of children agreed that stories remind them of things that happen in real life, showing the strong connection children make between what they read and their own experiences.
Our research also highlights the important role reading plays in helping children to understand and talk about their emotions. More than four in five children (84%) said reading helps them learn new words for feelings.
Teachers are seeing these benefits first-hand. Almost all teachers surveyed (95%) agreed that reading helps children develop their vocabulary, while three in five said they had witnessed a pupil gain a better understanding of an emotion through reading. More than nine in ten teachers (91%) identified empathy and perspective-taking as key benefits of reading.
Emotional themes are not confined to particular genres
Our research suggests that children do not necessarily seek out books about emotions directly but instead gravitate towards more entertaining books which can present real-life issues and emotions in accessible ways through humour or action.
When asked what genres they prefer to read, children said they were most drawn to funny stories (49%), adventure stories (40%), and fantasy stories (30%). However, many of the books cited alongside these genres—for example, Diary of a Wimpy Kid, Lottie Brooks, and Harry Potter—explored serious topics like conflict with friends, bullying, or bereavement.
A challenge with older readers
While children of all ages can gain emotional insights from a wide range of books and genres, the findings suggest that, as they get older, many need help maintaining their connection with reading.
Nearly three-quarters (72%) of children aged 7-10 said they liked reading, however, this fell to 59% among 11-14-year-olds. Reading frequency also dropped, with 79% of 7-10yr olds who said they read at least once a week, compared with just 61% of those aged 11-14.
One possible reason for this decline is that some older children do not see books as relevant to their daily lives. While 57% of 12-14-year-olds recognize the value of reading, one in four (27% of 12-year-olds; 25% of 13-year-olds; and 29% of 14-year-olds) disagreed that books had helped them navigate situations they have faced. A further 17% are neutral on the topic.
This presents an opportunity to provide more support to help older readers discover books that reflect their experiences and interests so that they feel reading is more meaningful and engaging.
Elizabeth Munn, Managing Director of OUP’s Education division, said: “This research shows how deeply children are engaging with the books they read and using them to make sense of the world around them. It’s incredible to see how children are actively applying what they read on a page to real life—whether that’s understanding the perspective of somebody else, navigating a situation in their own life, or reflecting on their own behaviour towards others.
“Children are growing up in an increasingly complex world. Our research reaffirms that reading remains one of the most powerful ways to help them develop empathy, confidence, and emotional understanding—skills that are just as important as academic success in equipping them for the future.”
The report also includes contributions from leading literacy and education organizations, including Book Aid International, EmpathyLab, and the National Literacy Trust.
Read the full report here.
The Oxford English Dictionary (OED) is a historical dictionary, containing over 500,000 entries and 3.5 million quotations to capture over 1,000 years of English.
Every quarter, we update the OED by revising versions of existing entries as well as defining new words and senses. These updates subtly broaden our understanding of the English language and its use around the world.
10 highlights from this quarter’s update
1. We added more than 900 new words, phrases, and senses to the OED this quarter, including floordrobe, humblebrag, life hack, long game, and four-legged friend. How long have we been referring to domestic animals as four-legged friends? Our very earliest quotation—from 1778—actually refers to a donkey. Jennifer Hurd, New Words Editor, shares more about the words added this quarter.
2. Benjamin Franklin and an anecdote commonly attributed to him, Gordie Howe and his aggressive style of playing ice hockey, Iain Banks and his coming-of-age novel, a high-ranking Mughal official and his important role in the provinces of the empire… These are all people who have played a part in the story of some of the words featured, which includes new and revised entries from the Englishes of Australia, Canada, Scotland, and South Asia. Danica Salazar, Executive Editor, shares more.
3. Amongst the new entries is yeah nah, whose meaning is highly dependent on context for Australians and New Zealanders.
4. Meanwhile, out of station (1857) is a phrase that was used to describe ships that were not within a designated area or were out of communication range. Now, it is more often used in South Asian, East African, and West African English to talk about a person who is away from their usual location.
5. Au contraire is a great example of an expression that is new to the OED but not new to the language. English borrowed it from French, but it turns out that borrowing happened quite a long time ago: when we went digging, we found evidence in an English context all the way back to 1697!
6. We’ve finally revised one of the oldest words in English, and indeed, music—folk—proving an immensely productive source of new words, from folkster, folk metal, to folklorico. Graeme Diamond, Executive Editor, provides a whistlestop tour here.
7. We’ve recorded 150 senses relating to the word corona, meaning crown, wreath, garland, or circle. It’s used in a wide range of scientific terms, including some that describe scientific phenomena, and others that describe anatomical features in both humans and animals. Read more from OED Science Editor Catherine Bowden here.
8. We disentangle the pronunciation of crochet, which gets more complicated when it comes to derived forms crocheting, crocheter, and crocheted. Read more from Senior Editor Aliki Pantos and Executive Editor Catherine Sangster here.
9. We’ve linked around 500 more senses to the computing and information technology section of the Historical Thesaurus of the OED, both ancient (by computing standards at least) and modern. Read more from Mike Timpany, OED Science Editor.
10. And lastly, in some of our entries you can now use a tool called the AI Quotations Finder. This is an AI-powered tool, launching in beta, that can be used to provide more usage evidence of a particular OED You can find guidance at AI Quotations Finder.
Explore the update in more depth here.
The Oxford Test of English has been officially recognized by Vietnam’s Ministry of Education and Training (MOET) for use across the country’s education system—marking a major milestone for learners, educators, and institutions nationwide.
Following Decision No. 1429/QĐ-BGDĐT, the test is now formally aligned with Vietnam’s National 6-level Foreign Language Proficiency Framework and can be used for university admissions and training.
This nationwide recognition reflects Vietnam’s growing focus on international standards in education and increasing demand for practical English skills.
By adding the Oxford Test of English to its approved qualifications, Vietnam is giving learners greater flexibility and choice, which will enable them to demonstrate their English proficiency through a globally trusted assessment.
Sara Pierson, Managing Director, Oxford English Assessment, said: “We are delighted that the Oxford Test of English has been recognized across Vietnam. This milestone reflects our commitment to providing accessible, flexible, and reliable assessment that helps learners demonstrate the real-world English skills they need to succeed in study and work.”
A practical test for real‑world communication
Developed by Oxford University Press and certified by the University of Oxford, the Oxford Test of English is designed to assess how well learners can use English in everyday academic and professional contexts.
The test covers all four key skills: Listening; Speaking; Reading; and Writing.
Aligned to the Common European Framework of Reference (CEFR), it goes beyond theory—focusing on real-life communication such as presenting ideas, understanding specialized content, and writing emails and reports.
The Oxford Test of English is built for convenience and flexibility:
- 100% online delivery at approved test centres
- Modular format: take all four skills or individual modules
- Adaptive testing: questions adjust to each learner’s level
- Fast results: same day for Listening and Reading; within five days for Speaking and Writing.
This approach allows learners to tailor their test experience, save time and cost, and focus on the skills that matter most to them.
Delivered in Vietnam with trusted local expertise
In Vietnam, the Oxford Test of English is delivered in partnership with UKTA International Education Joint Stock Company (UKTA), the exclusive distributor of the test in the country.
UKTA works closely with local education partners to develop and manage a nationwide network of approved test centres, ensuring that every test is delivered in line with our standards.
Beyond expanding access, UKTA also plays a key role in quality assurance, helping to provide a secure, consistent, and reliable testing experience for candidates across Vietnam.
With a growing network of approved test centres across the country, students can now access the Oxford Test of English easily, with flexible test dates available year-round.
The test’s recognition within Vietnam’s national framework provides a clear pathway for learners to meet academic requirements, support graduation, and strengthen their career prospects in an increasingly global environment.
Discover how the Oxford Test of English can support your goals here.
Editors also point to how open access can shape the longer arc of scholarship. Steven C. van den Heuvel, Professor of Systematic Theology at Evangelische Theologische Faculteit, Leuven, shared an early sign of impact for The Oxford Compendium of Hope.
“Quantitatively, we can see that, despite it has been out only for a few months, it was already downloaded close to 8,000 times.”
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